Does Imitation Benefit Cue Order Learning?

García‐Retamero, Rocío; Takezawa, Masanori; Gigerenzer, Gerd

doi:10.1027/1618-3169.56.5.307

Cited by 41 publications

(12 citation statements)

References 42 publications

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“…Threats are intended to alter the behavior of individuals or groups (Garcia‐Retamero, Takezawa, & Gigerenzer, 2009a, 2009b). Dahl (1957) defines power as the ability of actor “A” to get actor “B” to do what actor “A” wants (see Keltner, Gruenfeld, & Anderson, 2003 for a similar definition).…”

Section: Power and Threat Perceptionmentioning

confidence: 99%

The Impact of Value Similarity and Power on the Perception of Threat

García‐Retamero

Rousseau

2012

Political Psychology

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Threat perception is a powerful tool in international and intergroup conflict. Realists in international relations argue that the perception of threat in intergroup conflict is a function of power asymmetries between groups. In contrast, social constructivists in international relations suggest that a shared sense of identity or similarity can reduce, and in some cases eliminate, perceptions of intergroup threat. Consequently, threat perception might be influenced by both the value similarities and the power asymmetries between the ingroup and the outgroup. In this article, we present an attempt to test empirically how individuals evaluate the similarity of cultural and political values compared with another nation (outgroup) and assess its implications for cooperation among states in the international system. The results of two experiments demonstrate that both power and perceived value similarity play an important role in threat perception among states and discuss implications for future research.

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Section: Power and Threat Perceptionmentioning

confidence: 99%

The Impact of Value Similarity and Power on the Perception of Threat

García‐Retamero

Rousseau

2012

Political Psychology

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“…Although this controlled setting enabled us to draw clearer conclusions about the effects of various properties of ecologically rational formats, it is possible that the formats tested would show additional benefits in clinical settings (e.g., increase patients' trust in physicians and willingness to share decision making; Garcia-Retamero & Galesic, 2009c;Garcia-Retamero, Takezawa, & Gigerenzer, 2009). Further research could investigate this issue.…”

Section: Commentmentioning

confidence: 99%

Enhancing Understanding and Recall of Quantitative Information about Medical Risks: A Cross-Cultural Comparison between Germany and Spain

2011

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In two experiments, we analyzed cross-cultural differences in understanding and recalling information about medical risks in two countries-Germany and Spain-whose students differ substantially in their quantitative literacy according to the 2003 Programme for International Student Assessment (PISA; OECD, 2003OECD, , 2010. We further investigated whether risk understanding can be enhanced by using visual aids (Experiment 1), and whether different ways of describing risks affect recall (Experiment 2). Results showed that Spanish students are more vulnerable to misunderstanding and forgetting the risk information than their German counterparts. Spanish students, however, benefit more than German students from representing the risk information using ecologically rational formats-which exploit the way information is represented in the human mind. We concluded that our results can have important implications for clinical practice. Keywords: medical risks, Programme for International Student Assessment (PISA), risk perception, risk communication.En dos experimentos, hemos analizado si existen diferencias culturales en la comprensión y recuerdo de información sobre riesgos médicos. Nos hemos centrado en dos países-Alemania y España-ya que, según los resultados encontrados en el Programme for International Student Assessment (PISA; OECD, 2003OECD, , 2010. los estudiantes procedentes de los mismos difieren substancialmente en sus habilidades para procesar información cuantitativa. Así mismo hemos investigado si es posible mejorar la comprensión de los riesgos médicos mediante el uso de material visual de apoyo (Experimento 1), o del uso de diferentes formatos verbales para describir dichos riesgos (Experimento 2). Los resultados de nuestros experimentos han puesto de manifiesto que los estudiantes españoles son más vulnerables a interpretar incorrectamente y a olvidar la información sobre los riesgos que los estudiantes alemanes. Sin embargo, los primeros se benefician en mayor medida que los segundos de la representación de la información sobre riesgos médicos a través del uso de formatos ecológicos-los cuales representan la información de un modo similar a como lo hace la mente humana. Concluimos que nuestros resultados pueden tener implicaciones importantes para la práctica clínica.

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“…More specifically, they modify the value of attribute j by − L s,j , given that the corresponding hunter modifies the attribute by L s,j . Note that the learning rules analogous to our CSI were addressed in the literature 17 , 28 , 44 . We do not know of any equivalents of Reverse addressed in the literature, although it is a natural variant of CSI in that it is equivalent to CSI in all respects but the signs of the modifications made to the attributes.…”

Section: Agent-based Computer Simulationmentioning

confidence: 99%

Negative observational learning might play a limited role in the cultural evolution of technology

Nakawake

Kobayashi

2022

Sci Rep

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Theoretical and empirical studies of the cultural evolution in technology have often focused on positive observational learning, i.e., copying a successful individual. However, negative observational learning, i.e., avoiding negative or bad exemplar behavior, is ubiquitous in humans and other animals. In this paper, we experimentally investigate whether observing negative examples can assist in tool making in the virtual arrowhead task, which has been widely applied to test the theory of cultural evolution in the technological domain. We set three conditions that differ in the kinds of social learning available to participants: (1) positive observational learning, (2) negative observational learning, and (3) pure asocial learning. The results of the positive observational and pure asocial learning conditions replicated previous studies; i.e., participants in the positive observational learning condition outperformed those in the asocial learning condition. In contrast, opportunities to observe negative examples did not increase the performance compared to pure asocial learning. Computer simulations in the same setting showed that the presence of negative exemplars is in theory beneficial to participants, providing additional pieces of information on the relationship between arrowhead designs and their performance scores. These findings together suggest that negative observational learning might play only a limited role in the cultural evolution of technologies possibly due to a cognitive bias in humans toward copying.

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Does Imitation Benefit Cue Order Learning?

Cited by 41 publications

References 42 publications

The Impact of Value Similarity and Power on the Perception of Threat

The Impact of Value Similarity and Power on the Perception of Threat

Enhancing Understanding and Recall of Quantitative Information about Medical Risks: A Cross-Cultural Comparison between Germany and Spain

Negative observational learning might play a limited role in the cultural evolution of technology

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